National Association for Music Education (NAfME)



GRADE STRAND 3-5The Core Music Standards do not ignore the development of skills, knowledge, and dispositions that music teachers have stressed for generations. Rather, they involve the use of these building blocks as we move toward each student’s music literacy. Some draft lists of knowledge, skills, and dispositions have been provided by the NAfME Councils here to help teachers and curriculum planners make these essential connections. More such lists are under preparation to serve as guides for other music classes.This document is intended to be provided as a guide of the knowledge and skills students should possess by the end of eighth grade. As the educational needs of students change, this document will be enhanced as educators continue to strive for excellence in music education for ALL learners.Updated: 1/29/2017Please note: The first two pages of this document provide descriptions of the dispositions along with the format and descriptions of the knowledge and skills sections.DISPOSITIONSThe list below are the ideal dispositions for all students to possess throughout their musical career in education.CollaborationWorking with others interdependently to perform a task and to achieve shared goals.FlexibilityDemonstrating the ability to see multiple perspectives and monitor and adjust work based on differing conditions.Goal SettingEstablishing specific and timely goals for completion of work.InquisitivenessHaving curiosity and drive to learn more about known and unknown strategies, techniques, concepts, ideas and phenomena.Openness and respect for the ideas and work of othersListening with understanding and empathy to others expressing differing ideas and/or cultural backgrounds.Responsible Risk TakingWilling to chance making mistakes while tackling challenging problems that do not have easy, obvious or conventional solutions – seeing these challenges as opportunities for learning rather than potentials for failure.Self-ReflectionApplying self-knowledge and objective evaluation to personal work through questioning and introspection.Self-discipline and PerseveranceDemonstrating independence and self-motivation, managing impulsivity, and being comfortable with delayed gratification as they strive for excellence.KnowledgeSkillsStructureThis category of knowledge refers to the organization of music, using knowledge of music theory and notation to identify how the elements of music (pitch, rhythm, harmony, dynamics, timbre, texture, form, and style/articulation) are used within a piece, including the difficulty or challenges of music being performed or created.PerformingThis area of skills refers to the performance qualities that are expected at a specific grade or level (often found on audition and adjudication forms). These include areas such as technique, sound quality, technical accuracy, interpretation and expression and ensemble skills; as well as implementing effective approaches for selecting and programing appropriate work(s) for performance and refining work using effective practice strategies and work habits. In addition it includes the presentation or performance of work demonstrating appropriate etiquette and deportment (See context). These skills are expressed through singing, playing instruments, and movement.ContextThis category of knowledge refers the historical, cultural and social context of the music as well as the impact of purpose and venue on our choices (selections) and presentation of music, including programing, etiquette and deportment.CreatingThis area of skills refers to the creating skills that are expected at a specific grade or level, in areas such as imagination, craftsmanship, and the ability to refine work by making effective choices for specific contexts and to express personal intent. These are expressed through improvising, arranging, and composing.Evaluation CriteriaThis category of knowledge refers to our understanding of the criteria that are used to evaluate music and performances and how this knowledge impacts our ability to diagnose and solve problems and make musical decisions based on an awareness their own and others strengths, limitations and/or preferences.Listening, Reading, NotatingThis area of skills refers to the aural and notational skills needed to hear, read, and notate, melodic, rhythmic, harmonic and expressive elements of music at specific grades of levels. These are expressed through listening (audiating), reading, and notating music.EvaluatingThis area of skills refers to the application of evaluative criteria to the processes of creating, performing and responding to music. It is expressed through self-assessments and critiques of music and performances.CREATINGImagine Generate and conceptualize artistic ideas and work.Standard: MU:Cr1.1.5aImprovise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical).Enduring UnderstandingThe creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential QuestionHow do musicians generate creative ideas?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure PitchesPatternsSounds & SilencesVariationRhythms (e.g. dotted rhythms, sixteenth, syncopation)TempoPhrasingTimbreDynamicsMotifForm (e.g. AB, ABA, ABAA, Rondo, Theme & Variations)ContextSocialCulturalHistoricalPoliticalSocial InfluenceConcert EtiquetteEvaluation CriteriaStudents will demonstrate their knowledge and skills through various modalities and individualized strengths. Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingStudents perform their own compositions that reflect the knowledge outlined under the Enduring Understandings in the left column.Performances reflect the social, cultural and historical purpose and context studied in music class. Additionally, performances reflect students’ musical aptitude, performance skills, and accommodations necessary for students’ individualized instruction and assessment. Creating Based on chosen purpose and context, students improvise musical ideas, motives, rhythms, sounds and silences. For example: Using a story as thematic material, students use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of the story – character motifs, changes in expressive qualities as needed for action, etc.Aural & Notational SkillsStudent improvises using patterns, repetition, ornamentation, sounds and silences, and portions of numerous songs.For example: Explore the iconic and symbolic traditions used by modern composers, as a model for notating their orchestrated storiesEvaluatingPeer assessmentStudent self-assessmentTeacher assessment (formative and summative)Vocabulary (Please note: Vocabulary includes terms within the term. E.g. Tempo defined + adagio, allegretto, etc.)TempoRhythm PhraseBeatRestSlurImprovisationStandard: MU:Cr1.1.5bGenerate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.Enduring UnderstandingThe creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.Essential QuestionHow do musicians generate creative ideas?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure MelodiesChordsRhythmsMotivesTonalitiesAsymmetric meter (5/8, 7/8)Changing meter ContextSocialHistoricalPolitical InfluenceEvaluation CriteriaStudents will compose music using a variety of rhythms, melodies, and tonalities, and various meters.Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingPerform pre-written musical ideas.Students perform harmonic accompaniments using Orff instruments and/or boomwhackers.Students perform choreographed dances in asymmetric meters.Creating Create music combining various rhythms, melodies, and including various tonalities and meters.Aural & Notational SkillsNotate simple rhythms and melodies, within a specified meter and tonality.EvaluatingStudents will perform pre-written music using a variety of rhythms, melodies, and tonalities, and various meters.VocabularyMeterChordMelodyTonalityAsymmetric MeterPlan and Make Organize and develop artistic ideas and workStandard: MU:Cr2.1.5aDemonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.Essential QuestionHow do musicians make creative decisions?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)StructureFormMusical contextImprovisation ContextHistoricalSocialPoliticalEvaluation CriteriaStudents will compose music using a variety of musical forms through improvisation alone or with others.Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingPerform improvisations on instrumentCollaborate in small groups to create rhythm complements based on repeated improvised patterns layered around a steady beat – using found sounds or rhythm instrumentsCreating Students work in small groups to share and refine musical ideas.Aural & Notational SkillsStudents notate compositionsEvaluatingStudent writes short self-reflections about his/her composition and the creative process.Student provides feedback and positive constructive criticisms to assist peers in developing ideas.VocabularyImprovisationArrangementCompositionFeedbackCriticismBrainstormFree improvisationCollaborationStandard: MU:Cr2.1.5bUse standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two chord harmonic musical ideas.Enduring UnderstandingMusicians’ creative choices are influenced by their expertise, context, and expressive intent.Essential QuestionHow do musicians make creative decisions?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure Recording technologyStandard notationMusical ideasSymbolic notationIconsContextRecording industryEvaluation CriteriaUse of standard notationUse technological tools, such as Print Music or Finale, to compose music comprised of basic notation and symbols.Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingStudent performs on musical instruments to create recordings.Student performs peer compositions from notation.Creating Composing musical ideasAural & Notational SkillsAbility to write music using standard notationEvaluatingAccurate use of notation and evidence of harmonic musical ideasStudent discusses composer intent and impact of composed material on the listener.VocabularyStandard notationChord changesRhythmCompositionHarmonic IdeasComposer IntentConstructive FeedbackRefining IdeasEvaluate and RefineRefine and complete artistic workStandard: MU:Cr3.1.5aEvaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback, and explain rationale for changes.Enduring UnderstandingMusicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.Essential QuestionHow do musicians improve the quality of their creative work?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure Use of RubricCollaborationEvaluation ContextSocial InfluenceEvaluation CriteriaStudents explain and demonstrate their refined music for the teacher and the rest of the class.Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingStudent performs peer compositionsCreating Student refines and edit compositions based on peer and teacher feedbackAural & Notational SkillsStudent changes notation based on peer and teacher feedback to accurately depict desired changesEvaluatingEvidence of self and peer assessmentEvidence of revisionsStudent contributes to a rubric or checklist for self-assessing his/her creative workStudent listens to peer recordings or performances of composition and provide feedbackVocabularyRubricCollaborationRefineRevisionfeedbackPresentShare creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.Standard: MU:Cr3.2.5bPresent the final version of personal created music to others that demonstrates craftsmanship, and explain connection to expressive intent.Enduring UnderstandingMusicians’ presentation of creative work is the culmination of a process of creation and communicationEssential QuestionWhen is creative work ready to share?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure PresentationExpressionConcert EtiquetteContextStudents are able to consider the purpose of a composition prior to development of the music and explain the process and/or purpose of their composition. Evaluation CriteriaEvidence of originalityStudent explains the purpose and context behind the chosen instruments, lyrics, melody, rhythm, etc. used in their personally created music. Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingPerform work on musical instrumentPerform compositions on stage in a formal concert for students, family, and communityCreatingN/AAural & Notational SkillsN/AEvaluatingStudent writes reflections following the performance, evaluating their own and peer compositions.VocabularyPresentationPerformanceConcertExpressive IntentPERFORMINGSelectSelect varied musical works to present based on interest, knowledge, technical skill, and context.Standard: MU:Pr4.1.5a Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.Enduring UnderstandingPerformers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.Essential QuestionHow do performers select repertoire?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure Technical skillsMusic selectionPersonal music preference ContextInfluence of personal interestsKnowledge CulturalHistoricalSocial contextEvaluation CriteriaN/ASkills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingN/ACreating N/AAural & Notational SkillsN/AEvaluatingStudents write program notes to accompany performances.Students write performance reviews of performances.VocabularyTechnical skillMusical preferenceMusical contextProgram notesAnalyzeAnalyze the structure and context of varied musical works and their implications for performance.Standard: MU:Pr4.2.5a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.Enduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.Essential QuestionHow does understanding the structure and context of musical works inform performance?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure FormHarmonyPitchRhythmPhrasing ContextHistoricalSocialEvaluation CriteriaN/ASkills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingPerform pieces with accurate musical phrasingCreating Student adheres to a checklist of musical elements when creating a musical work with a specified form and intent.Aural & Notational SkillsNotating using standard notation, beginning and intermediate rhythms, a variety of musical forms, with basic chord harmonies.Evaluation CriteriaStudents self-assess their musical performances for the inclusion of musical forms, varied rhythms, pitches and harmonies used for their own musical compositions.Students assess each others’ work in smaller groups for the inclusion of required elements in musical performance.VocabularyStructure FormHarmonyPitchRhythmPhrasingStandard: MU:Pr4.2.5b When analyzing selected music, read and perform using standard notationEnduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.Essential QuestionHow does understanding the structure and context of musical works inform performance?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure FormHarmonyPitchRhythmPhrasingStandard notationWhole, half, quarter, dotted-quarter, eighth, sixteenth notes and restsRepeats, double-barsContextHistoricalSocialEvaluation CriteriaRecording oneself in performance and completing a self-assessment in skillsPeer assessment using group-created rubric Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingPerform music through sight-reading and practiced performanceCreating N/AAural & Notational SkillsN/AVocabularyStandard notationMusic analysisSight-readingStandard: MU:Pr4.2.5c Explain how context (such as social, cultural, and historical) informs performances.Enduring UnderstandingAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.Essential QuestionHow does understanding the structure and context of musical works inform performance?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure FormHarmonyPitchRhythmPhrasingContextSocialCulturalHistoricalEvaluation CriteriaCreate program notes for intended audience to explain context Rubric used as teacher, peer and self-assessment toolSkills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingStudent performs music from a variety of cultural and historical contexts and discuss meanings and purposes of music within those contexts.Student engages in play along activities, adding typical rhythmic ostinato to world music examples.Creating Student ties together musical ideas to create an advertisement jingle, tying it to the context of influencing consumers and attracting attention to an identified product.Student composes “in the style of” compositions to tie in with unit activities.Aural & Notational SkillsStudent listens and identifies purposes and meanings of listening examplesVocabularySocial contextCultural contextHistorical context InterpretDevelop personal interpretations that consider creators’ intent.Standard: MU:Pr4.3.5a Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).Enduring UnderstandingPerformers make interpretive decisions based on their understanding of context and expressive intent.Essential QuestionHow do performers interpret musical works?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure TempoDynamicsMusical expressionPerformer and composer intentArticulation ContextHistoricalCulturalSocialEvaluation CriteriaChecklist for inclusion of dynamic and articulation markings within performanceRubric to assess student expression and sight-reading of articulation and dynamic markingsSkills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingPerform on instrument musical expression within a piecePerform at sight dynamic and articulation markings added to known pieces.Creating Student experiments with dynamics and articulation and discusses how it changes the impact of a piece.Student experiments with instrumentation to explore the impact on a known piece.Aural & Notational SkillsStudent adds dynamic and articulation markings to indicate his/her intent as a composer.VocabularyStructure TempoDynamicsMusical expressionPerformer and composer intentArticulationTimbreInstrumentationRehearse, Evaluate, RefineEvaluate and refine personal and ensemble performances, individually or in collaboration with others.Standard: MU:Pr5.1.5a Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.Enduring UnderstandingTo express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.Essential QuestionHow do musicians improve the quality of their performance?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure N/AContextHistoricalSocialEvaluation CriteriaStudents self-assessment of two different recordings (pre-and post teacher feedback) to assess refinement of musicSkills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingStudent records a solo performance for self-reflection.Creating Students identifies areas for improvement based on listening to recordings and creates a work plan to improve performance.Aural & Notational SkillsN/AEvaluationStudent evaluates performances using teacher-developed rubrics.VocabularyRubricFeedbackCriteriaEnsemblePerformanceSelf-reflectionSelf-reflective practiceSelf-regulationMU:Pr5.1.5b Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.Enduring UnderstandingTo express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.Essential QuestionHow do musicians improve the quality of their performance?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)StructurePitchRhythmTimbreArticulation (instrumental and/or vocal)PhrasesBreathDynamicsFormBody language (as appropriate) & posture ContextWithin the classroomWithin the rehearsal space prior to performanceAfter performance to apply to future performances with same piece(s) and/or apply to other piecesEvaluation CriteriaStudent discusses recordings (audio and/or audio-visual) and accurately identifies mistakes using academic vocabulary.Student applies critical evaluation of self-performance or group performance to improve performance accordingly.Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingPerforming rehearsed music, demonstrating technical accuracyPerforming rehearsed music with expressive qualitiesCreating Student identifies strategies to solve problems in performance.Aural & Notational SkillsStudent listens to self-performance and/or group performance with score and document inaccurate pitches, rhythms, phrasing, etc. of the performance in text.Evaluating:Student discusses recordings to identify mistakes and improve performance.VocabularyTechnical accuracyRehearsalExpressive qualitiesArticulationDynamicsTempoSelf-regulationPractice strategiesPitchTimbrePhrase(s)FormBody languagePostureRhythmSyncopationPresentPerform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.Standard: MU:Pr6.1.5a Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.Enduring UnderstandingMusicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.Essential QuestionWhen is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure PitchesPatternsSounds & SilencesVariationRhythms (e.g. dotted rhythms, sixteenth, syncopation)TempoPhrasingTimbreDynamicsMotifForm (e.g. AB, ABA, ABAA, Rondo, Theme & Variations) ContextCultural purposeHistorical purposeSocial purposeEvaluation CriteriaStudents compare and contrast previous recorded performances in progress with finished productStudents evaluate their own performance for musical interpretation, expression and technical accuracySkills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingPerforming expressively on instrument (instrument includes voice), alone or with othersCreating N/AAural & Notational SkillsN/AVocabularyMusical interpretationExpressionTechnical accuracyStandard: MU:Pr6.1.5b Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.Enduring UnderstandingMusicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.Essential QuestionWhen is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure StyleGenre?tiquetteAttirePostureAudience ContextStudent understands venue, context, and/or purpose of the performance and matching performance decorum and audience etiquette accordingly.Evaluation CriteriaStudents use teacher-generated or class-generated rubric to assess a video recording of their performance Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingPerform on instrument in appropriate, styleCreating N/AAural & Notational SkillsN/AVocabularyConcert etiquetteVenue GenreStyle RESPONDINGSelectChoose music appropriate for a specific purpose or context.Standard: MU:Re7.1.5a Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.Enduring UnderstandingIndividuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.Essential QuestionHow do individuals choose music to experience?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure TempoDynamicsMusical expressionPerformer and composer intentArticulation ContextSocial Cultural Political Evaluation CriteriaStudents are able to debate, journal, or explain in an audio recording or interview how music connects to and is influences by specific interests, experiences, purposes or contextsSkills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingN/ACreating N/AAural & Notational SkillsN/AVocabularySocial contextCultural contextHistorical contextPolitical contextAnalyzeAnalyze how the structure and context of varied musical works inform the response.Standard: MU:Re7.2.5a Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).Enduring UnderstandingResponse to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.Essential QuestionHow does understanding the structure and context of music inform a response?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure FormArticulationTempoDynamicsContextSocialCulturalHistoricalPoliticalEvaluation CriteriaStudents are able to debate, journal, or explain in an audio recording or interview how music connects to and is influences by specific interests, experiences, purposes or contextsSkills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingN/ACreating N/AAural & Notational SkillsN/AEvaluatingStudent discusses and/or writes about the impact of the music and its meaning or purpose in its authentic context.VocabularyStructure FormArticulationTempoDynamicsInterpretSupport interpretations of musical works that reflect creators’/performers’ expressive intent.Standard: MU:Re8.1.5a Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers’ and personal interpretations to reflect expressive intent.Enduring UnderstandingThrough their use of elements and structures of music, creators and performers provide clues to their expressive intent.Essential QuestionHow do we discern the musical creators’ and performers’ expressive intent?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure DynamicsTempo TimbreArticulation ContextHistoricalSocialPolitical Evaluation CriteriaStudents are able to debate, journal, or explain in an audio recording or interview how music connects to and is influences by specific interests, experiences, purposes or contextsSkills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingPerform, on instrument, expressive qualities with expressive intentCreating N/A Aural & Notational SkillsArticulation VocabularyDynamicsTempo TibreArticulationExpressive intentEvaluateSupport Evaluation Criterias of musical works and performances based on analysis, interpretation, and established criteria.Standard: MU:Re9.1.5a Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music. Enduring UnderstandingThe personal Evaluation Criteria of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.Essential QuestionHow do we judge the quality of musical work(s) and performance(s)?Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)Structure FormTempoDynamicsArticulationPhrasing ContextSocialCulturalHistoricalPoliticalEvaluation CriteriaAbility to accurately evaluate worksSkills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students)PerformingN/ACreating N/AAural & notational skillsN/AEvaluatingWrite reviews of performancesVocabularyRubricAssessmentEvaluate ................
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